Docstoc

Hw the Making Strategy in Marketing

Document Sample
Hw the Making Strategy in Marketing Powered By Docstoc
					Criteria                               Grade 7 Teaching Fellow A                         Grade 8 Teaching Fellow B                          Grade 9 Senior Teaching Fellow                   Grade 10 Professorial Fellow
1 Teaching and Learning Support        • Teach as a member of a teaching team in a       • Design teaching material and deliver either      • Design, develop and deliver a range of         • Provide leadership in the planning,
                                       developing capacity within an established         across a range of subjects or within a             programmes of study (sometimes for entirely      organisation and development of learning and
                                       programme of study, with the assistance of a      discipline area.                               •   new courses) at various levels.              •   teaching activities on a School/Institute or
                                       mentor if required.                               Use appropriate teaching, learning support         Review on a regular basis course content and     subject basis.                                 •
                                       • Teach in a developing capacity in a variety     and assessment methods.                            materials, updating when required.         •     Lead the development and clarification of
                                       of settings from small group tutorials to large   • Supervise student projects, field trips and,     Develop and apply innovative and appropriate     academic standards for the subject area.
                                       lectures.                                     •   where appropriate, placements.                 •   teaching techniques and material which create    Develop the quality assurance framework
                                       Transfer knowledge in the form of practical       Identify areas where current provision is in       interest, understanding and enthusiasm           within the Institution’s overall framework e.g.
                                       skills, methods and techniques.                   need of revision or improvement.                   amongst students.                  • Ensure      for the validation and revalidation of courses
                                       • Identify learning needs of students and         • Contribute to the planning, design and           that course design and delivery comply with      and student admission and assessment.
                                       define appropriate learning objectives.           development of objectives and material.            the quality standards and regulations of the     • Encourage the development of innovative
                                       • Ensure that content, methods of delivery        • Select appropriate assessment methods,           university and School/Institute.                 approaches to course delivery and ensure that
                                       and learning materials will meet the defined      assess the work and progress of students on                                                         teaching delivery achieves the educational
                                       learning objectives.                              this basis and provide constructive feedback                                                        standards of the School/Institute.
                                       • Planning, and authoring (or revising) new       to students.                                                                                        • Develop and implement initiatives
                                       course material as part of the                                                                                                                        contributing to and deriving from the
                                       School/Institute’s teaching programmes.                                                                                                               University’s wider learning and teaching
                                       • Develop the skills of applying appropriate                                                                                                          strategies.
                                       approaches to teaching, Challenge thinking,
                                       foster debate and develop the ability of
                                       students to engage in critical discourse and
                                       rational thinking.
                                       • Supervise the work of students, provide
                                       advice on study skills and help them with




C:\Docstoc\Working\pdf\03735b23-b1e4-43da-b962-29b38f6e6319.xls
2 Research and Scholarship             • Reflect on practice and the development of • Engage in subject, professional and             • Establish a portfolio of pedagogic and         • Establish a portfolio of pedagogic and
                                       own teaching and learning skills.            pedagogy research as required to support          practitioner research and other scholarly        practitioner research and other scholarly
                                                                                    teaching activities.                              activities, independently attract external       activities, independently attract external
                                                                                    • Conduct individual or collaborative             resources for the purpose.                   •   resources for the purpose, publish original
                                                                                    scholarly projects.                           •   Publish original research and scholarship in     research and scholarship in the international
                                                                                    Identify sources of funding and contribute to     the international literature, and develop an     literature, and develop a leading international
                                                                                    the process of securing funds for own             international reputation in research and         reputation in research and scholarship.          •
                                                                                    scholarly activities.                             scholarship.                                 •   Lead a pedagogic and practitioner research
                                                                                    • Extend, transform and apply knowledge           Contribute to the development of Subject and     group, including the supervision of Approved
                                                                                    acquired from scholarship to teaching and         School/Institute teaching and learning           Tutors/Teachers and postgraduate students.
                                                                                    appropriate external activities.                  strategies.                                  •   • Lead research into learning and teaching
                                                                                    • Develop and produce learning materials          Work in conjunction with others to apply         methodologies and disseminate best practice
                                                                                    and disseminate the results of scholarly          subject knowledge to practice.                   within and out with the University.
                                                                                    activity.                                                                                          • Make presentations or exhibitions at
                                                                                                                                                                                       international conferences and other similar
                                                                                                                                                                                       events, demonstrating evidence of esteem
                                                                                                                                                                                       within the subject e.g. through personal
                                                                                                                                                                                       invitations to speak or present. Develop and
                                                                                                                                                                                       promote the use of innovative assessment
                                                                                                                                                                                       methods.                                       •
                                                                                                                                                                                       Lead collaborative partnerships with other
                                                                                                                                                                                       educational institutions or other bodies.
                                                                                                                                                                                       • Lead bids for consultancy and other
                                                                                                                                                                                       additional funds.
3 Communication                        • Deal with routine communication using a       • Routinely communicate complex and            • Disseminate conceptual and complex ideas       • Be routinely involved in complex and
                                       range of media.                             •   conceptual ideas to those with limited         of a wide variety of audiences using             important negotiations internally and with
                                       Communicate complex information, orally, in     knowledge and understanding as well as to      appropriate media and methods to promote         external bodies.                              •
                                       writing and electronically.               •     peers using high level skills and a range of   understanding.                                   Contribute to the communication of the wider
                                       Preparing proposals and applications to         media.                                                                                          University strategy within the School/Institute.
                                       external bodies, eg for funding and
                                       accreditation purposes.                     •
                                       Communicate material of a specialist or
                                       highly technical nature.




C:\Docstoc\Working\pdf\03735b23-b1e4-43da-b962-29b38f6e6319.xls
4 Liaison and Networking               • Liaise with colleagues and students.          • Participate and possibly take leadership       • Lead and develop internal networks, for          • Chair and participate on internal
                                       • Participate on School/Institute committees;   role on School/Institute committees; for         example, by chairing                               committees and participate in University
                                       for example, teaching groups, recruitment       example, teaching groups, recruitment            School/Institute/University committees,            decision making and governance.
                                       groups, examination boards, etc.                groups, examination boards, etc.                 recruitment groups, examination boards, or         • Take a leading role in senior external
                                       • Build internal contacts and participate in    • Participate in and develop internal and        quality/process reviews.                       •   groups, e.g. committees in learned societies or
                                       internal networks for the exchange of           external networks, for example to contribute     Lead and develop external networks.                professional institutions, editorial boards,
                                       information and to form relationships for       to student recruitment, secure student           Examples might include: working with or as         organising committees of international
                                       future collaboration.                           placements, market the institution, facilitate   an external examiner; working with or as an        conferences, funding organisations or
                                       • Join external networks to share information   outreach work, generate income, obtain           assessor or reviewer; leading an industrial        government advisory groups.
                                       and ideas.                                      consultancy projects, or build relationships     coordination group; being a member of a            • Lead and develop internal and external
                                                                                       for future activities.                           journal editorial board; participating in          networks to foster collaboration and share
                                                                                       • Other external examples include: working       specialist groups within learned societies,        information and ideas and to promote the
                                                                                       with learned societies, professional             professional institutions or government            subject and the University.
                                                                                       institutions, editorial boards, organising       bodies; participating in organising committees     • Promote and market the work of the
                                                                                       committees of international conferences,         of international conferences; etc.                 School/Institute. in the subject area both
                                                                                       funding organisations and government bodies.     • Develop links with external contacts, such       nationally and internationally.
                                                                                                                                        as other educational bodies, employers, and
                                                                                                                                        professional bodies, so as to foster teaching
                                                                                                                                        and scholarship collaborations, to inform
                                                                                                                                        learning and teaching strategy development,
                                                                                                                                        and to ensure courses remain relevant and are
                                                                                                                                        preparing students for professional careers; or
                                                                                                                                        otherwise substantially enhance the reputation
                                                                                                                                        or performance of the School/Institute.
                                                                                                                                        • Promote and market the work of the
5 Managing People                      • Agree responsibilities.                     • Advise and support colleagues with less          School/Institute in the subject area both
                                                                                                                                        • Provide academic leadership to those             • Exercise academic leadership for all subject
                                       • Manage own teaching, scholarly and          experience and encourage their personal and        working within programme areas, as course          area teaching and scholarly activities. • Act
                                       administrative activities, with guidance if   professional development.                          leader or equivalent, by for example co-           as line manager for matters relating to the
                                       required.                                   • • Depending on the area of work, could be          ordinating the work of others to ensure that       employment of staff and ensuring the work is
                                       Supervise students on taught courses when     expected to supervise the work of others, for      courses are delivered effectively or organising    allocated fairly, according to skills and
                                       carrying out projects, fieldwork and          example Approved Teachers/Tutors.                  the work of a team by agreeing objectives and      capacity.                                 •
                                       placements.                                   • Co-ordinate the work of others to ensure         work plans.                              •         Ensure that staff are suitably qualified to work
                                       • Assist students in capacity of personal     modules are delivered to the standards             Contribute to the development of teams and         within their own area.                    •
                                       mentor.                                       required.                                          individuals through the appraisal system and       Appraise and advise staff on personal and
                                                                                                                                        provide advice on personal development. •          career development plans.
                                                                                                                                        Could act as a line manager (e.g. of approved
                                                                                                                                        tutors/teachers)                    • Act as a
                                                                                                                                        personal mentor to peers and colleagues.
                                                                                                                                        • Resolve problems affecting the quality of
                                                                                                                                        course delivery and student progress within of
                                                                                                                                        own areas of responsibility, referring more
                                                                                                                                        serious matters to others, as appropriate.




C:\Docstoc\Working\pdf\03735b23-b1e4-43da-b962-29b38f6e6319.xls
6 Teamwork                             • Collaborate with academic colleagues on      • Act as a responsible team member, leading          • Lead teams within areas of responsibility.      • Promote a collegiate approach and develop
                                       course development and curriculum changes.     where agreed, and develop productive                 Ensure that teams within the School/Institute     team spirit and team coherence.        • Foster
                                       • Attend and contribute to subject group       working relationships with other members of          work together.                                •   inter-disciplinary team working.      •
                                       meetings.                                   •  staff.                                          •    Act to resolve conflicts within and between       Develop and communicate a clear vision of
                                       Collaborate with colleagues to identify and    Could be required to take the lead in a local        teams.                                            the strategic direction of the School/Institute.
                                       respond to students’ needs.                    project.                                   •
                                                                                      Collaborate with colleagues to identify and
                                                                                      respond to students’ needs.
7 Pastoral Care                        • Use listening, interpersonal and pastoral    • Act as student mentor, giving first line           • Responsible for dealing with referred issues    • Responsible for the initial resolution of all
                                       care skills to deal with sensitive issues      support.                                       •     for students within own educational               student issues within and out with standard
                                       concerning students and provide support.       Be responsible for first line pastoral care of a     programmes.                                  •    procedures.                                    •
                                       • Appreciate the needs of individual students group of students within a specified area.            Provide first line support for colleagues,        Take overall responsibility for welfare of staff
                                       and their circumstances.                                                                            referring them to sources of further help if      drawing on specialist advice and support as
                                       • Act as student mentor, giving first line                                                          required.                                         required.                                   •
                                       support.                                     •                                                                                                        Ensure that an appropriate framework is
                                       Refer students as appropriate to services                                                                                                             developed and used for pastoral care issues.
                                       providing further help.
8 Initiative, problem-solving and      • Develop initiative, creativity and judgement • Identify the need for developing the               • Resolve problems affecting the delivery of      • Independently devise and implement major
decision-making                        in applying appropriate approaches to          content or structure of modules with                 courses within own educational programme          strategic initiatives leading to substantial and
                                       teaching and learning support and scholarly colleagues and make proposals on how this               and in accordance with regulations.               long term business benefits to the University.
                                       activities.                                 • should be achieved.                                   • Make decisions regarding the operational        • Determine academic standards within own
                                       Respond to pedagogical and practical           • Develop ideas for generating income and            aspects of own educational programme.             areas of responsibility.
                                       challenges.                                  • promoting the subject.                               • Contribute to decisions which have an           • Contribute to the determination of the
                                       Share responsibility in deciding how to        • Develop ideas and find ways of                     impact on other related programmes.               academic standards framework across the
                                       deliver modules and assess students.           disseminating and applying the result of             • Monitor student progress and retention.         Institution.
                                       • Contribute to collaborative decision making scholarship.                                      •   • Provide advice on strategic issues, such as     • Determine the final allocation of resources
                                       with colleagues on academic content, and on Sole responsibility for the design and delivery         ensuring the adequate balance of student          within own area of responsibility.
                                       the assessment of students’ work..             of own modules and assessment methods.               recruitment and population, staff                 • Act as the final arbiter in local disputes. Be
                                                                                      • Collaborate with colleagues on the                 appointments, and student and other               party to strategic decisions at Institutional
                                                                                      implementation of assessment procedures.             performance matters. • Develop teaching           level.
                                                                                      • Advise others on strategic issues such as          and learning strategy consistent with             • Lead the development of new and creative
                                                                                      student recruitment and marketing.                   institutional strategy.            • By own       approaches in responding to teaching and
                                                                                      • Contribute to the accreditation of courses         initiative, take responsibility for strategic     learning challenges.
                                                                                      and quality control processes.                       development of new courses or appropriate         • Initiate new and original solutions to
                                                                                      • Tackle issues affecting the quality of             areas of activity and contributing to the         problems.                                        •
                                                                                      delivery within scope of own level of                development of such ideas leading to              Provide advice to external bodies.
                                                                                      responsibility, referring more serious matters       demonstrable business benefit to the
                                                                                      to others, as appropriate.                           institution.




C:\Docstoc\Working\pdf\03735b23-b1e4-43da-b962-29b38f6e6319.xls
9 Planning and managing resources      • Use teaching resources and related facilities    • As module leader or tutor, co-ordinate with     • Responsible for the delivery of own          • Take overall responsibility for the
                                       as appropriate.                               •    others (such as support staff or academic         educational programmes.                      • organising and deployment of resources within
                                       Plan and manage own teaching and tutorials         colleagues) to ensure student needs and           Contribute to the overall management of the own areas of responsibility.
                                       as agreed with mentor.                             expectations are met.                         •   School/Institute in areas such as resource     • Contribute to Institutional planning and
                                                                                          Manage projects relating to own area of work      management, business and programme             strategic development.
                                                                                          and the organisation of external activities       planning.
                                                                                          such as placements and field trips.               • Be responsible for setting standards and
                                                                                          • Be responsible for administrative duties in     monitor progress against agreed criteria for
                                                                                          areas such as admissions, time-tabling,           own area of responsibility.
                                                                                          examinations, assessment of progress and          • Be involved in School/Institute level
                                                                                          student attendance.                               strategic planning and contribute to the
                                                                                                                                            Institution’s strategic planning processes.
                                                                                                                                            • Plan and deliver consultancy or similar
                                                                                                                                            programmes and ensure that resources are
                                                                                                                                            available.                                   •
                                                                                                                                            Contribute to the management of quality,
                                                                                                                                            audit and other external assessments.
10 Sensory, physical and emotional     • Sensory and physical demands will vary           • Balance the pressures of teaching and           Like all the elements, this builds on the demands Like all the elements, this builds on the demands
demands                                from relatively light to a high level depending    administrative demands and competing              in the profiles at lower levels. In this case, there in the profiles at lower levels. In this case, there
                                       on the discipline and the type of work and         deadlines.                                        is no additional demand.                             is no additional demand
                                       will involve carrying out tasks that require the
                                       learning of certain skills.
                                       • Balance with help the competing pressures
                                       of teaching scholarship and administrative
                                       demands and deadlines.
11 Work environment                    • Is required to be aware of the risks in the      • When supervising students or other staff,       • Depending on area of work (e.g.                    • Take overall responsibility for health and
                                       work environment and their potential impact        conduct risk assessment and take                  laboratories, workshops, studios) may be             safety in own areas of responsibility.
                                       on their own work and that of others.              responsibility for their health and safety on     expected to take responsibility for conducting       • Ensure that appropriate risk management
                                                                                          the basis of training received.                   risk assessments, minimising hazards and             processes are in operation.
                                                                                                                                            maintaining safety standards for students and
                                                                                                                                            staff working in areas under their
                                                                                                                                            responsibility.




C:\Docstoc\Working\pdf\03735b23-b1e4-43da-b962-29b38f6e6319.xls
12 Expertise                           • Possess sufficient breadth or depth of          • Possess sufficient breadth or depth of      • Required to be an internationally              • Be an internationally leading authority in
                                       specialist knowledge in the discipline to work    specialist knowledge in the discipline to     recognised authority in the subject area.        the subject.
                                       within established teaching programmes.           develop courses and subject streams and the   • Examples of international recognition          • For example: as an author of a widely used
                                       • Engage in continuous professional               provision of learning support.                include: lecturing in overseas institutions,     text-book or an internationally cited
                                       development.                                  •   • Use a range of delivery techniques to       international teaching collaborations,           monograph or series of articles; as a frequent
                                       Able to engage the interest and enthusiasm of     enthuse and engage students.                  publishing pedagogical papers in international   speaker at international conferences or
                                       students and inspire them to learn.         •                                                   journals, speaking at international              seminars; as a frequent collaborator with
                                       Develop familiarity with a variety of                                                           conferences, invitations to present seminars     overseas academics; or as specialist reviewer
                                       strategies to promote and assess learning.                                                      abroad.                                      •   or consultant, used regularly by public,
                                       • Understand equal opportunity issues as                                                        In-depth understanding of own specialism to      professional and overseas bodies.
                                       they may impact on academic content and                                                         enable the development of new knowledge          • Possess in depth knowledge of specialism
                                       issues relating to student need.                                                                and understanding within the field.              to enable the development of new knowledge,
                                                                                                                                                                                        innovation and understanding in the field.
                                                                                                                                                                                        • Demonstrate a thorough understanding of
                                                                                                                                                                                        institutional management systems and the
                                                                                                                                                                                        wider higher education environment, including
                                                                                                                                                                                        equal opportunities issues.




C:\Docstoc\Working\pdf\03735b23-b1e4-43da-b962-29b38f6e6319.xls

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:2
posted:9/12/2011
language:English
pages:6
Description: Hw the Making Strategy in Marketing document sample